La linguistica educativa tra ricerca e sperimentazione
Scritti in onore di Carmel Mary Coonan
open access
-
edited by
- Paolo E. Balboni - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Fabio Caon - Università Ca’ Foscari Venezia, Italia - email orcid profile
- Marcella Menegale - Università Ca’ Foscari Venezia, Italia - email
- Graziano Serragiotto - Università Ca’ Foscari Venezia, Italia - email
Abstract
The volume collects the contributions of academics from various Italian universities who have worked with Carmel Mary Coonan throughout her career at Ca’ Foscari University. Starting from the themes that have characterised Carmel’s research interests, including Content and Language Integrated Learning (CLIL), professional development for language teachers and action research practice, the volume opens up to original methodological reflections and new lines of research in the field of educational linguistics. The relevance and variety of the studies here described confirm the lively and dynamic character of research and experimentation that shape our discipline. By questioning different language learning environments (both inside and outside language classroom), educational contexts (from kindergarten to university and beyond) and subjects (students as well as teachers), the volume highlights significant gains achieved in the field of language teaching and learning so far. At the same time, however, it makes clear the urge to further boost plurilingualism in language education, a goal that Carmel has tenaciously pursued throughout her whole career.
Keywords Language teacher professional development • Cimbrian language • Social mediation methodologies • Svantaggio • Native-speakerism • Emotions • Case study • Educational linguistics • Horizontal learning • Knowledge sharing • Definition • Lavoro • Italian as a Second language • Online interaction • Plurilingualism • Plurilingual approaches • Pandemic effects • Multimodality • Italian as a Foreign language • Politica scolastica • MALL (Mobile-assisted language learning) • Memory • Teacher cognition • Teacher training • Educazione plurilingue • Educational Linguistics • Socio-constructivist theories • FL teaching • Language learning and teaching • Approcci e metodi glottodidattici • Multiliteracies • Digital resources • Foreign language familiarisation • Out-of-school • Higher education • Implicit/explicit teaching • Content-specific learning • Teachers’ training • CLIL • Intercomprehension (IC) • Classroom interactions • English Lingua Franca (ELF) • Minority language teaching • Glottogeragogic model • Action-research • Object-based • Museum • Academic Lecturing • Mentors and Masters • Academic careers • Good practice • University students • CLIL classroom discourse • Languages for specific purposes • Acquisition • Phonology • Profilo del docente di lingue • Academic life • Collaborative Professional Development • Adulti immigrati • CLIL teacher profile • Academic policy • Apprendimento • Nursery school • Methodology • Needs analysis • Autobiography • EMI (English Medium Instruction) • Core and non-core subjects • Motivation • Norvegese • English Medium Instruction (EMI) • Language learning • Argumentative skills • L2/LS teaching • Vehicular language • Discourse markers (DM) • Lower secondary school • Language teaching • Specialised terminology • Input flood • Language education • Cooperative learning • CEFR • Upper secondary school • Insegnamento delle lingue minoritarie • Classroom-based research • Glottotecnologie
Permalink http://doi.org/10.30687/978-88-6969-683-1 | e-ISBN 978-88-6969-683-1 | ISBN (PRINT) 978-88-6969-684-8 | Number of pages 256 | Published April 28, 2023 | Submitted Jan. 9, 2023 | Language it, en
Copyright © 2023 Paolo E. Balboni, Fabio Caon, Marcella Menegale, Graziano Serragiotto. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.